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Irreconcilable knowledges? : A way forward
Grieshaber, Susan Highfield, Katherine Duncan, Adam Neilsen-Hewett, Cathrine
Grieshaber, Susan
Highfield, Katherine
Duncan, Adam
Neilsen-Hewett, Cathrine
Abstract
This article considers the realm of knowledge in early childhood education (ECE); what knowledge is valued, and how different types of knowledge position children and educators. To this end, two different examples of practice informed by different types of knowledge are provided: one from an educator working in a long day care service (Duncan) and a second, a national assessment of young children’s development, the Australian Early Development Census (AEDC). The two examples reflect practices that one might see in Australian ECE settings, and due to governance and regulations, both illustrations could be evident in the same context. Using a dialogic approach we provide an insight into the requirements of the everyday work of educators and the disparate and often irreconcilable understandings of knowledge that inform their everyday work. We conclude with some suggestions for more equitable approaches and identify some of the challenges of attempting to do this.
Keywords
Equity, justice, knowledges, dialogic, assessment
Date
2024
Type
Journal article
Journal
Book
Volume
49
Issue
1
Page Range
5-16
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© The Author(s) 2023.
This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).